This article looks back at NCTM's leadership efforts with respect to equity, access, and empowerment and offers suggestions for moving the work forward.
Toya Jones Frank
Nicole M. Joseph, Toya Jones Frank, and Taqiyyah Y. Elliott
The purpose of this commentary is to acknowledge, illuminate, and counter the noticeable silences in the investigations of mathematics education researchers who conduct equity research with Black communities and other marginalized groups. For far too long, these communities have experienced a lengthy and complicated history of structural barriers; epistemological, symbolic, and intellectual violence; dehumanization; and antiblackness in mathematics education research. We advance the Critical–Historical (CritHistory) framework, which is rooted in critical race theory (CRT) and further explicates CRT’s tenet of challenging ahistoricism. We discuss methodologies and implications, including example questions that could be posed, types and locations of archives that could be examined, and populations with whom oral histories could be conducted.
Lawrence M. Clark, Jill Neumayer DePiper, Toya Jones Frank, Masako Nishio, Patricia F. Campbell, Toni M. Smith, Matthew J. Griffin, Amber H. Rust, Darcy L. Conant, and Youyoung Choi
This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.
Patricia F. Campbell, Masako Nishio, Toni M. Smith, Lawrence M. Clark, Darcy L. Conant, Amber H. Rust, Jill Neumayer DePiper, Toya Jones Frank, Matthew J. Griffin, and Youyoung Choi
This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.